APPLICATION OF SELF-AWARENESS AND SELF-REGULATION TECHNOLOGIES IN “TARBIYA” LESSONS
DOI:
https://doi.org/10.17605/Keywords:
Tarbiya (Character Education), self-awareness, self-regulation, self-education, reflection, student-centred education, individual approach, educational technology, emotional intelligence, self-assessment, independent decision-making, competency-based approach.Abstract
This article examines the theoretical and methodological foundations, pedagogical conditions, and opportunities for using modern educational technologies to develop students’ self-awareness and self-regulation competencies in “Tarbiya” (Character Education) lessons in general secondary education. The ability to recognize one’s potential, assess individual characteristics, regulate emotional states, make independent decisions, and consciously manage one’s own activities is considered an important educational outcome. The article also explores the didactic potential of reflective practice, student-centred education, social-emotional learning, the analysis of problem situations, self-assessment, goal setting, and individual development maps. A methodological model is proposed to support the development of self-awareness and self-regulation skills among Grade 5 and Grade 6 students, taking account of their age-related and individual characteristics.
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